CAPITULO IV: MARCO PROPOSITIVO
4.3. Diagnóstico y problema
The aim of the study is to investigate the present situation concerning data use in public secondary schools in the Philippines. Survey and interviews were used to identify the kinds of data, purposes, and factors promoting or hindering data use. School leaders and teachers are collecting different kinds of data. Different types of data can be used for different purposes such as instructional, accountability, and school development purposes. The different purposes for data use are also influenced by several factors that might promote or hinder data use. Results confirmed that data characteristics, school organizational
characteristics, data user characteristics, and collaboration were factors promoting data use in public secondary schools in the Philippine.
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APPENDICES Appendix 1. Survey Questionnaire
The survey questionnaire consisted of nine pages and is divided into three parts. A. The demographic information of the participants
B. The second section is a list of data options available in schools.
C. The third part are the statements with regards to data use for school development, data use for instructional purposes, data use for accountability, perception of school organizational characteristics, perception of user characteristics and perception of data characteristics. A. Please answer the following questions:
1. What is your age: ____________________ 2. What is your gender:
o Male o Female
3. What is the highest level of education you have completed? o College graduate
o Master’s degree o Doctorate degree
4. Name of School: _________________________________________________________ 5. What is your function?
o Principal o Teacher
B. The list of choices of available data on school.
Give a check mark () in the box that corresponds to your answer.
Student demographic data Parent demographic data
Teacher data (qualification, Experience, Salary, Age) Student transfer (number of intake and student leavers) School curriculum
Lesson plans Student attendances
Student logbook (student daily activities, student attitude)
School annual policy (vision and mission of the school, school program) Student report card (final grade for each subject)
Examination result Student daily progress School evaluation report Teacher evaluation report
School profile (address, contact, accreditation and achievement) School financial report
School facilities
C. Below are the statements with regards to data use for school development, data use for instructional purposes, data use for accountability, perception of school organizational characteristics, perception of user characteristics and perception of data characteristics. For each of the questions below, encircle the response that best characterizes about the statement, where: 1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree.
Accessibility of data Strongly
disagree
Disagree Agree Strongly agree 1 I have access to student data in either
hard or soft copy files (computer file).
1 2 3 4
2 I can find all the data of my students in one file.
1 2 3 4
3 I have access to relevant data on my students from various offices in my school.
1 2 3 4
4 Data on my current students are available from various offices in my school at the beginning of each school year.
1 2 3 4
5 When students start in the middle of the school year, their data becomes quickly available from various offices in my school.
1 2 3 4
Usability of data Strongly
disagree
Disagree Agree Strongly agree 6 The student data I have access to, helps
me plan my lessons.
1 2 3 4
7 With the data, I have on my students, I can determine the academic growth of my students from year to year.
`1 2 3 4
8 I have data on the progress of my student.
1 2 3 4
9 The student data I have access to, helps me adjust my teaching.
1 2 3 4
Quality of data Strongly
disagree
Disagree Agree Strongly agree
10 The data I have on my students are up to date.
1 2 3 4
11 The student data I have are accurate because they are similar despite the different sources (schools).
1 2 3 4
Data Literacy Strongly
disagree
Disagree Agree Strongly agree 12 I can adjust my teaching based on data. 1 2 3 4 13 I am able to use data to diagnose
student learning needs.
1 2 3 4
14 I understand the quality criteria and concepts for data use (e.g. correlation, validity, reliability).
1 2 3 4
15 I know how to interpret data and reports I received (exam results,
student achievement results of previous years) according to the quality criteria (correlated, validity, reliability, etc.).
1 2 3 4
16 I can comfortably interpret data that are presented in graphs.
1 2 3 4
Attitude Strongly
disagree
Disagree Agree Strongly agree 17 It is important to use data in
determining individual student needs.
1 2 3 4
18 Data is important in changing my teaching.
1 2 3 4
19. Students benefit when teaching is based on data (e.g. teaching techniques, contents, etc.)
1 2 3 4
Leadership Strongly
disagree
Disagree Agree Strongly agree 20 Our school leader encourages data use
as a tool to support effective teaching.
21 Our school leader is a good example of an effective data user.
1 2 3 4
22 Our school leader creates many opportunities (e.g. time) for the teachers and other staffs to use data (e.g., analyzing data for planning improvement actions).
1 2 3 4
23. Our school leader and head of
departments discuss the results of their data analysis in the school.
1 2 3 4
24 Our school is aware that we need to keep developing the skills of teachers to analyse data.
1 2 3 4
25 Our head of department discusses data with me.
1 2 3 4
Collaboration Strongly
disagree
Disagree Agree Strongly agree 26 I share and discuss the results of my
students with students.
1 2 3 4
27 I share and discuss my students’ result with parents.
1 2 3 4
28 I share and discuss the results of my students with other teachers.
1 2 3 4
Shared Vision Strongly
disagree
Disagree Agree Strongly agree 29 Teachers in my school share a common
understanding about what good teaching is.
1 2 3 4
30 Teachers in my school share a common understanding of what student learning